Movements of (re) existence in pedagogical practices of indigenous teachers

Abstract

This text is the result of research work, but also of experience and dialogue present in the relationship between a non-indigenous teacher and an indigenous teacher of mathematics, built over the course of work and reflection on indigenous school education. This dialogue goes beyond the marks of times and spaces, as they constitute the relationship established over the years at the university, at school and in the village. It aims to present the meanings produced by the authors, on how we perceive the agency produced in schools, by the community and by external institutions, in the practices of indigenous teachers. Different situations point out that, when dealing with the conditions posed by school education for indigenous people, and at the moment reinforced by education in times of pandemic, indigenous teachers produce movements of (re) existence, in the cracks and crevices of the colonial / modern order.